Balancing Graduate Student Enrollments to Achieve Revenue Goals

Transcription

1 Academic Affairs Forum Balancing Student Enrollments to Achieve Revenue Goals Enrollment Review and Outcomes Custom Research Brief eab.com

2 Academic Affairs Forum Cate Auerbach Research Associate Lauren Edmonds Research Manager LEGAL CAVEAT The Advisory Board Company has made efforts to verify the accuracy of the information it provides to members. This report relies on data obtained from many sources, however, and The Advisory Board Company cannot guarantee the accuracy of the information provided or any analysis based thereon. In addition, The Advisory Board Company is not in the business of giving legal, medical, accounting, or other professional advice, and its reports should not be construed as professional advice. In particular, members should not rely on any legal commentary in this report as a basis for action, or assume that any tactics described herein would be permitted by applicable law or appropriate for a given member s situation. Members are advised to consult with appropriate professionals concerning legal, medical, tax, or accounting issues, before implementing any of these tactics. Neither The Advisory Board Company nor its officers, directors, trustees, employees and agents shall be liable for any claims, liabilities, or expenses relating to (a) any errors or omissions in this report, whether caused by The Advisory Board Company or any of its employees or agents, or sources or other third parties, (b) any recommendation or graded ranking by The Advisory Board Company, or (c) failure of member and its employees and agents to abide by the terms set forth herein. The Advisory Board is a registered trademark of The Advisory Board Company in the United States and other countries. Members are not permitted to use this trademark, or any other Advisory Board trademark, product name, service name, trade name, and logo, without the prior written consent of The Advisory Board Company. All other trademarks, product names, service names, trade names, and logos used within these pages are the property of their respective holders. Use of other company trademarks, product names, service names, trade names and logos or images of the same does not necessarily constitute (a) an endorsement by such company of The Advisory Board Company and its products and services, or (b) an endorsement of the company or its products or services by The Advisory Board Company. The Advisory Board Company is not affiliated with any such company. IMPORTANT: Please read the following. The Advisory Board Company has prepared this report for the exclusive use of its members. Each member acknowledges and agrees that this report and the information contained herein (collectively, the Report ) are confidential and proprietary to The Advisory Board Company. By accepting delivery of this Report, each member agrees to abide by the terms as stated herein, including the following: 1. The Advisory Board Company owns all right, title and interest in and to this Report. Except as stated herein, no right, license, permission or interest of any kind in this Report is intended to be given, transferred to or acquired by a member. Each member is authorized to use this Report only to the extent expressly authorized herein. 2. Each member shall not sell, license, or republish this Report. Each member shall not disseminate or permit the use of, and shall take reasonable precautions to prevent such dissemination or use of, this Report by (a) any of its employees and agents (except as stated below), or (b) any third party. 3. Each member may make this Report available solely to those of its employees and agents who (a) are registered for the workshop or membership program of which this Report is a part, (b) require access to this Report in order to learn from the information described herein, and (c) agree not to disclose this Report to other employees or agents or any third party. Each member shall use, and shall ensure that its employees and agents use, this Report for its internal use only. Each member may make a limited number of copies, solely as adequate for use by its employees and agents in accordance with the terms herein. 4. Each member shall not remove from this Report any confidential markings, copyright notices, and other similar indicia herein. 5. Each member is responsible for any breach of its obligations as stated herein by any of its employees or agents. 6. If a member is unwilling to abide by any of the foregoing obligations, then such member shall promptly return this Report and all copies thereof to The Advisory Board Company The Advisory Board Company 2 eab.com

3 Table of Contents 1) Executive Overview. 4 Key Observations ) Resources and Organization. 5 Staff... 5 Funding ) Enrollment Review Processes 5 Enrollment and Revenue Goal Setting... 6 Student Funding... 7 One-time Reviews... 8 Iterative Reviews ) Enrollment Review Outcomes..10 Program Expansion and Reduction Recruitment Strategies ) Research Methodology. 12 Project Challenge Project Sources Research Parameters The Advisory Board Company 3 eab.com

4 1) Executive Overview Key Observations Institutions rarely fully dedicate one person to graduate student enrollment management. Contact institutions assign academic leaders (e.g., provosts, vice provosts, deans of graduate studies), admissions staff, or a combination of staff dedicated to enrollment management functions (e.g., marketing and communications) to evaluate graduate student enrollments. Iterative program reviews examine enrollment targets compared to actual enrollments; one-time reviews evaluate all graduate programs for substantial adjustments (e.g., funding structures, number of students accepted). Iterative reviews occur annually, semiannually, or even weekly with enrollment updates. These reviews often form the basis of enrollment and revenue goals. Contacts apply one-time reviews to make large-scale changes in light of funding or strategic alterations (e.g., an institutional commitment to high-quality doctoral students). Several profiled institutions intentionally balance master s and doctoral students within programs; few profiled institutions intentionally balance revenue-generating and non-revenue generating students across programs. Contacts report a lack of departmental initiative to share profits across unrelated areas of the institution, though departments often share revenue from master s students within programs to assist units with low enrollments. Contacts employ incentives (e.g., tuition discounts) and disincentives (e.g., admissions suspension) to manage low-enrollment programs. Programs that fail to meet enrollment targets several years in a row typically confront disincentives that encourage faculty to reexamine curricular structure and course offerings. Incentives encourage students to enroll in programs who might otherwise hesitate due to financial hardships; programs that qualify change based on labor markets and employer demands The Advisory Board Company 4 eab.com

5 2) Resources and Organization Staff Administrators Typically Decentralize Enrollment Management Staff across the University While two profiled institutions employ centralized graduate admissions or enrollment managers, the majority of institutions decentralize enrollment management functions. Location of Responsibility for Student Enrollment Management Location Function Admissions Staff 10 People admissions staff members at Institution D are centralized in one office with 8 administrators and 2 clerical staff. Admissions Staff University Marketing Staff Enrollment Management Staff Conduct graduate admissions and enrollment functions for school Collaborate with the marketing office Create consistent branding materials across all units within the university Serve as primary contacts for graduate enrollment Liaise between program directors and deans or provosts Analyze enrollment numbers Collaborate with recruitment and marketing staff School Data Managers Compile weekly audits of applications, yield, and credits Funding Personnel, Business Systems Compose Majority of Enrollment Management Costs Contacts report that personnel costs (e.g., staff salaries, graduate student assistantships for marketing and communications) account for the largest expense of enrollment management operations. Business systems to record, track, and maintain registration, billing, and student records (e.g., Banner) remain the second-largest cost incurred The Advisory Board Company 5 eab.com

6 3) Enrollment Review Processes Enrollment and Revenue Goal Setting Set Enrollment and Revenue Goals in Tandem with University Strategic Plan The enrollment review committee at Institution D, the vice president for enrollment management at Institution E, and the director of graduate admissions at Institution B base enrollment and revenue goals on regular program reviews. Reviews account for the following factors: Prior budget, Prior year enrollments, Competitor programs (both academic peers and geographic competitors), and National trends. The finance vice president at Institution A sets graduate enrollment targets across the institution each year to meet centralized revenue goals; a representative from the provost s office meets with each graduate dean to discuss if and how they can meet that target. Contacts report that departments often cannot meet the target due to external factors such as a lack of potential applicants in the field of study. The vice provost for faculties works closely with deans on a case-by-case basis to decide if deans should lower admissions standards to increase enrollment. Balance Master s and Doctoral Students within Programs rather than across Programs to Support Doctoral Students Contacts at Institution F do not use revenue from master s programs to fund doctoral student stipends; rather, revenue goes back to the programs to support master s students on partial scholarships. No profiled institution has a formal process in place to balance master s and doctoral students intentionally for revenue management, though contacts informally encourage increases in master s student enrollments to offset costs of doctoral student stipends within departments. Contacts rarely pressure graduate deans to increase master s student enrollments to offset costs in other departments or schools. Sample Process to Balance Master s and Doctoral Students within Programs dean identifies a need for higher quality psychology PhD students Psychology PhD program director analyzes doctoral stipends at competitor programs to determine necessary resources dean and psychology master s program director assess the feasibility of accepting more students into the master s program Increased stipends attract higher quality psychology PhD students Psychology master s student tuition revenues fund increased psychology PhD stipends Psychology master s program accepts and enrolls more students, increasing tuition revenue 2013 The Advisory Board Company 6 eab.com

7 Student Funding Doctoral Stipends Positively Correlate with Student Quality Contacts aim to provide full funding for doctoral students and limit admission to the number of available scholarships; this strategy maintains high student quality. Institutional commitments guarantee funding for a certain amount of time (usually five years); contacts adjust stipend amounts based on market conditions. Doctoral Student Funding Structures Standardized Years of Funding Funding Source Funding Components Innovative Practice Institution F 5 Unrestricted funds from University Endowed fellowships Tuition scholarship Stipend Health insurance subsidy Students must find alternate sources of funding for more than 5 years in program Institution A 5* Undergraduate tuition Master s programs Full tuition remission Stipend Adjust stipend based on facultyidentified national trends Varied Institution C Varies by program Partially funded doctoral programs Master s programs External research grants Tuition scholarship Living stipend Contribution to health insurance Divide graduate assistantships into 3 partial scholarships to increase the number of students supported *Applies to three of five graduate schools Divide Master s Student Scholarships to Stretch Financial Resources Institution C also provides funding for students in master s programs; while full scholarships entice a few quality applicants, contacts recommend dividing full scholarships into partial assistantships or dollar amounts to support additional students. Master s Student Funding Structures 60 Thousands of dollars Student 6 Student 3 Student 5 Student 4 Student 1 Student 2 Student 3 Student 2 Student 1 Student 1 Full Scholarship Partial Scholarship Partial Funding 2013 The Advisory Board Company 7 eab.com

8 One-time Reviews Encourage Program Directors to Conduct Internal Reviews of Programs to Reevaluate Program Size and Funding Contacts perform large-scale internal program reviews when reevaluating budgets to examine program funding and enrollment size. One-time program reviews either support existing funding and enrollment structures or generate ideas for revised structures. Criteria for Evaluation Strength and depth of applicant pool Ability of faculty to mentor the proposed number of students Prospective ability to place students in quality positions after program completion Impact of teaching needs on department size Financial support for students Program Review Process at Institution F Associate Dean for Academic Programs Commissions Review Directors of Studies Initiate Reviews Program Faculty and Staff Provide Input in Review Directors of Studies Submit Proposals to Associate Dean Reviews aim to assess the appropriate size of the program and student stipends. Directors of Studies for each program serve as the main point of contact throughout the six month review process. Directors of graduate studies compile information into a formal proposal. Deans review proposals to either increase, decrease, or maintain existing enrollment and stipend size. Iterative Reviews Iterative Reviews Provide Regular Examination of Enrollments Contacts conduct iterative reviews to examine enrollment data on a consistent basis; these reviews inform strategic enrollment and revenue decisions. Reviews occur by program, but institutions may conduct reviews of multiple programs simultaneously. University-wide Iterative Review Model 1 Compile Weekly Audit with Enrollment Data Weekly audits include: Number of applications Number of admitted students Number of students submitted enrollment deposit Number of students registered Number of credits currently enrolled Number of degrees conferred Data managers or graduate admissions directors compile data 2013 The Advisory Board Company 8 eab.com

9 2 Disseminate Reports to Enrollment Leadership Team Data managers or graduate admissions directors send weekly audit reports to deans within each graduate school and others by request (e.g., provost, department chairs). Optional include: Comparisons with historical data Recommendations for admissions decisions based on yield rates 3 Meet Regularly to Review Program Performance Program review components: Employer recruiting activity Search engine activity Information session interest and attendance Number of applicants Number of students enrolled Number of credit hours completed The enrollment review committee at Institution D meets biweekly; enrollment managers and college deans at Institution E meet semiannually. Enrollment review committee: Provost Dean of Studies Senior Vice President for Academic Affairs Senior Vice President for Planning and Administration Director of Institutional Research Dean of Admissions Vice President for Finance 4 Analyze Enrollment Information to Determine Outcomes Enrollment review committees study enrollment data for: Indicators of recruitment initiatives success or failure Enrollment target adjustments Consideration of new program creation Consideration of program discontinuation 2013 The Advisory Board Company 9 eab.com

10 4) Enrollment Review Outcomes Program Expansion and Reduction Provide Positive or Negative Financial Incentives to Manage Low- Enrollment Programs To encourage student attendance, the provost and director of graduate admissions at Institution B award a 25 percent discount on tuition and fees for selected programs with low enrollments; participating programs include those targeting students particularly impacted by the recession (e.g., school of education) and those of unique institutional priority (e.g., theology). Negative Incentive Strategies Admissions Suspension Budget Reduction Denial of Faculty Tenure Contacts at Institution C put six programs with declining and low enrollments on a one-year admissions hiatus; faculty in three of the programs have directed substantial curricular changes to reopen their programs pending state approval, while the others will be cancelled. Contacts at Institution D and Institution A consider reducing program operating budgets and available scholarship dollars for programs with continually decreasing enrollments; contacts reason that fewer students require less financial aid support. Contacts consider denying faculty tenure in programs with consistently declining enrollments; these programs do not meet the criteria for long-term need, despite individual faculty member achievements. Recruitment Strategies Target Undergraduate Students and Adult Learners to Increase Enrollments Contact institutions reach out to a variety of student populations to increase graduate student enrollments; faculty and staff attempt to recruit recent undergraduates and adult learners to increase program enrollments. Student Recruitment Strategies Undergraduate Undergraduate Recruitment Articulation Agreements directors at Institution D travel to local colleges and universities to speak with students in undergraduate programs related to the University s unique graduate programs (e.g., medical physics). Institution D engages in articulation agreements with international universities to increase international student enrollment; the agreements allow students to start a degree at one institution and complete degrees at another The Advisory Board Company 10 eab.com

11 Dual-Degree Programs Contacts at Institution D employ dual-degree bachelor s and master s programs to increase domestic student enrollment in graduate programs. Undergraduate admissions staff inform prospective students about dual-degree programs; contacts note that parents demonstrate enthusiasm for the time and cost savings of dual-degree programs. Adult Corporate Discounts Contacts at Institution D provide corporate discounts for local companies to send employees for continuing education and relevant job training. Additional discounts encourage corporations to send large groups of students to the University. All Students PhD Accepted Student Day Online Marketing Contacts at Institution C host all accepted PhD students on campus for two days in response to current student feedback suggesting such programs; accepted students have the opportunity to meet faculty and peers before making acceptance decisions. Administrators at Institution C prefer online marketing strategies (e.g., social media, updated program websites) to traditional print marketing materials (e.g., brochures); a paid graduate student assistant maintains a Facebook page and graduate student blog The Advisory Board Company 11 eab.com

12 5) Research Methodology Project Challenge Leadership at a member institution approached the Forum with the following questions: How do administrators set tuition revenue goals for graduate divisions? How do administrators balance the revenue-generating and non-revenue-generating students enrolled in graduate programs across different schools? What process do administrators follow to review graduate student enrollment? How do administrators calculate tuition discounts for doctoral students? How do tuition discounts vary by school or by discipline? How do variations in doctoral student stipends influence enrollment balances and targets at contact institutions? Who conducts reviews of graduate student enrollment? How many staff members manage graduate student enrollment? What funding do graduate student enrollment offices require? What changes have contact institutions made in response to reviews of graduate enrollment? How do contact institutions adjust support levels for doctoral students to meet revenue goals? How do reviews of graduate student enrollment influence decisions to either expand or reduce certain graduate programs? How do administrators identify which programs to reduce? How do contact institutions use reviews of graduate student enrollment to inform recruitment strategies for both traditional master s and doctoral programs and professional master s programs? What challenges do administrators experience in conducting reviews of graduate student enrollment? How do administrators address these challenges? What would administrators change if they repeated the review process? What advice do administrators provide for conducting reviews of graduate student enrollment? Project Sources The Forum consulted the following sources for this report: Advisory Board s internal and online research libraries (eab.com) The Chronicle of Higher Education ( National Center for Education Statistics (NCES) ( Institutional websites 2013 The Advisory Board Company 12 eab.com

13 Research Parameters The Forum interviewed academic affairs administrators at private research universities. A Guide to Institutions Profiled in this Brief Institution Location Approximate Institutional Enrollment (Undergraduate/Total) Classification Institution A Northeast 9,000 / 14,000 Institution B Mid-Atlantic 6,000 / 10,000 Institution C Northeast 8,000 / 15,000 Institution D Northeast 7,000 / 11,000 Institution E Northeast 8,000 / 13,000 Institution F Midwest 8,000 / 12,000 Research universities (high research activity) Research universities (high research activity) Research universities (high research activity) Doctoral/Research universities Doctoral/Research universities Research universities (very high research activity) 2013 The Advisory Board Company 13 eab.com